The Art of Designing a Curriculum Optimized for Learning Transfer
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ERIC Institute of Education Sciences
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| Auteurs principaux: | , , , , |
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| Format: | Recurso educativo Open Access |
| Langue: | en |
| Publié: |
2019
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| _version_ | 1867181889088913408 |
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| author | Jensen, Christopher X. J. Brooks, Brian Suh, Keena Shmulevsky, Allegra Marino Wynter, Chris |
| author_facet | Jensen, Christopher X. J. Brooks, Brian Suh, Keena Shmulevsky, Allegra Marino Wynter, Chris Jensen, Christopher X. J. Brooks, Brian Suh, Keena Shmulevsky, Allegra Marino Wynter, Chris |
| collection | Education Resources Information Center |
| contents | The Art of Designing a Curriculum Optimized for Learning Transfer Jensen, Christopher X. J. Brooks, Brian Suh, Keena Shmulevsky, Allegra Marino Wynter, Chris Curriculum Design Transfer of Training Prior Learning Learning Experience Best Practices Art Education Design Communities of Practice Teaching Methods Creativity Student Projects Library Research Writing Skills Feedback (Response) Teacher Student Relationship Peer Relationship Studio Art College Faculty College Students Teacher Attitudes Teachers hope that students will take what they have learned and apply it to other contexts. Teachers also assume that students bring to the classroom, prior learning skills and conceptual understanding that form the foundation of new learning. Educational scholars call this import to and export from different learning experiences "transfer of learning." Perhaps transfer of learning seems like an obvious goal that any faculty member would--and perhaps should--pursue. After all, should students not utilize what they have learned in courses in their subsequent education, careers, and perhaps personal lives? And yet, many faculty members are unaware of what transfer of learning is. Few faculty members are actually trained in best practices for making learning transferable. That students apply what they have learned in one context to new challenges is often assumed but not always documented in research studies. This suggests the need to design curricula to better foster transfer of learning. For the past three years, the authors have explored how they might use a transfer of learning approach to create a better art and design curriculum for their students. Here they share their experience with looking for ways to maximize the potential for learning transfer, focusing on how they expanded their faculty learning community by fostering faculty conversations about transfer. |
| format | Recurso educativo Open Access |
| id | eric_EJ1236158 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2019 |
| record_format | eric |
| spellingShingle | The Art of Designing a Curriculum Optimized for Learning Transfer Jensen, Christopher X. J. Brooks, Brian Suh, Keena Shmulevsky, Allegra Marino Wynter, Chris Curriculum Design Transfer of Training Prior Learning Learning Experience Best Practices Art Education Design Communities of Practice Teaching Methods Creativity Student Projects Library Research Writing Skills Feedback (Response) Teacher Student Relationship Peer Relationship Studio Art College Faculty College Students Teacher Attitudes The Art of Designing a Curriculum Optimized for Learning Transfer Jensen, Christopher X. J. Brooks, Brian Suh, Keena Shmulevsky, Allegra Marino Wynter, Chris Curriculum Design Transfer of Training Prior Learning Learning Experience Best Practices Art Education Design Communities of Practice Teaching Methods Creativity Student Projects Library Research Writing Skills Feedback (Response) Teacher Student Relationship Peer Relationship Studio Art College Faculty College Students Teacher Attitudes Teachers hope that students will take what they have learned and apply it to other contexts. Teachers also assume that students bring to the classroom, prior learning skills and conceptual understanding that form the foundation of new learning. Educational scholars call this import to and export from different learning experiences "transfer of learning." Perhaps transfer of learning seems like an obvious goal that any faculty member would--and perhaps should--pursue. After all, should students not utilize what they have learned in courses in their subsequent education, careers, and perhaps personal lives? And yet, many faculty members are unaware of what transfer of learning is. Few faculty members are actually trained in best practices for making learning transferable. That students apply what they have learned in one context to new challenges is often assumed but not always documented in research studies. This suggests the need to design curricula to better foster transfer of learning. For the past three years, the authors have explored how they might use a transfer of learning approach to create a better art and design curriculum for their students. Here they share their experience with looking for ways to maximize the potential for learning transfer, focusing on how they expanded their faculty learning community by fostering faculty conversations about transfer. |
| title | The Art of Designing a Curriculum Optimized for Learning Transfer |
| topic | Curriculum Design Transfer of Training Prior Learning Learning Experience Best Practices Art Education Design Communities of Practice Teaching Methods Creativity Student Projects Library Research Writing Skills Feedback (Response) Teacher Student Relationship Peer Relationship Studio Art College Faculty College Students Teacher Attitudes |
| url | https://eric.ed.gov/?id=EJ1236158 |